Washback Of Continuous Assessment In Efl Classrooms In Saudi Arabia: Teachers’ Perceptions And Practices
Dalam linguistik gunaan, fenomena di mana ujian mempengaruhi pengajaran dan pembelajaran dikenali sebagai washback atau backwash oleh banyak pendidik (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Oleh kerana washback memainkan peranan yang penting dalam pengajaran dan pe...
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Online Access: | http://eprints.usm.my/31599/1/SAAD_FAHAD_ALDAWOOD_24.pdf |
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| Summary: | Dalam linguistik gunaan, fenomena di mana ujian mempengaruhi pengajaran dan pembelajaran dikenali sebagai washback atau backwash oleh banyak pendidik (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Oleh kerana washback memainkan peranan yang penting dalam pengajaran dan pembelajaran, pihak yang terlibat dalam proses pengajaran dan pembelajaran perlu memahami konsep washback ini sebagai satu fenomena pendidikan yang umum, dan bagaimana konsep ini boleh dimanipulasikan secara positif. Penilaian secara berterusan (Continuous assessment/CA) telah diperkenalkan sebagai sebahagian daripada ujian dan inovasi penilaian dalam sistem pendidikan Saudi. CA bertujuan menggantikan penilaian tradisional (penilaian sumatif) untuk menilai prestasi dan pencapaian pelajar dengan lebih berkesan di samping menambahbaikkan proses pengajaran dan pembelajaran secara keseluruhan. Kajian ini mengkaji persepsi guru terhadap faedah washback dalam CA dan kesannya terhadap pengajaran dan pembelajaran subjek Bahasa Inggeris. Secara khususnya, kajian ini juga mengkaji kesannya terhadap amalan guru di kolej Technical and Vocational Training Corporation (TVTC) di Saudi Arabia.
In applied linguistics, the phenomenon of tests’ influences on teaching and learning is denoted by many educationalists as “washback” or “backwash” (Alderson, 1986; Morrow, 1986; Pearson, 1988; Hughes, 1989; Morris, 1990). Because of the significant role that washback plays in instruction and learning, those connected to the learning and teaching processes are required to completely understand the concept of washback, as a common educational phenomenon, and how to manipulate it in a positive way. Continuous assessment (CA) has been introduced as a part of the examination and assessment innovation in the Saudi educational system. CA is intended to substitute the traditional assessment (summative assessment) to better assess and evaluate students' performance and achievement and improve the whole process of teaching and learning. This study investigates teachers' perception of the beneficial washback of CA and its impact on the English teaching and learning; and, more specifically, its impact on teachers' practices at the Technical and Vocational Training Corporation (TVTC) colleges in Saudi Arabia. |
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